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2.
GMS J Med Educ ; 38(1): Doc2, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659607

RESUMEN

Objective: Drastic restrictions were imposed due to the COVID-19 pandemic, especially relating to the practical training part of the undergraduate human and dental medical training. During emergency mode teaching in the summer semester of 2020, a pilot project on practical classroom teaching under COVID-19 conditions was undertaken the Skills Lab Dresden, the Interprofessional Medical Training Centre (MITZ). Students were able to continue learning basic communication and manual skills. This project report presents the adaptations needed for this teaching concept and discusses their feasibility as well as selected evaluation results of the trial run. Description of the project: In normal teaching, students rotate to complete training sessions in small groups. Teaching is provided in a peer-teaching format. An Inverted Classroom Model was implemented as a teaching concept during emergency operation with preparation through digital learning and classroom teaching. Organisational and teaching adjustments were carried out for the concept and to comply with containment regulations. The concept was evaluated by the students using a standardised online questionnaire. Results: 1012 students completed their training during emergency operation at the university. The containment regulations meant that there were a higher number of training sessions and a higher workload. Only one of the alternative dates provided had to be used for COVID-19-related reasons. Infection chains could be tracked. The majority of students found the communication of information via Moodle to be sufficient and did not experience any technical problems. An analysis of the students' evaluation revealed a high level of overall satisfaction with the adapted teaching concept. Conclusion: The MITZ will once again use the concept in a modified form should there be renewed or continued emergency operation. The Inverted Classroom Model will also be established as an integral part of regular teaching. The findings may be of interest to other Skills Labs to develop concepts for emergency operation teaching to efficiently utilise site-specific resources.


Asunto(s)
/epidemiología , Educación en Odontología/organización & administración , Educación Médica/organización & administración , Grupo Paritario , Enseñanza/organización & administración , Comunicación , Humanos , Pandemias , Satisfacción Personal , Proyectos Piloto
3.
GMS J Med Educ ; 38(1): Doc3, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659608

RESUMEN

Introduction: In 2014, a newly designed, case-based seminar was successfully implemented in the subjects of health systems, health economics and public health care (GGG). The seminar "The Lonely Patient" is based on a real patient case and deals with the German health care system from the perspective of a patient. In order to create more space for discussion and exchange among students, the seminar was redesigned on the basis of the Inverted Classroom Method (ICM). Project description: Due to the COVID-19 pandemic, new, purely digital teaching formats had to be developed quickly in the sense of Emergency Remote Teaching. Therefore, the Inverted Classroom concept of the seminar was transformed into an online ICM. In order to promote active learning based on the ICAP model (Interactive, Constructive, Active, Passive), the online face-to-face part was designed as a synchronous interactive learner-centered course using the gamified audience response system Kahoot! Results: Evaluation results to date and feedback rounds with students indicate that the online ICM-version of the seminar leads to at least as good evaluation results as the previous face-to-face course. In particular, the students positively emphasize the use of Kahoot! as an activating digital medium. Discussion: Through the use of the ICM and the gamified audience response system Kahoot!, students could be activated in meaningful ways. The resulting discussions about the patient case and teaching content of the quiz questions in the synchronous online course could be implemented just as well as in the classroom-based course of previous semesters. Conclusion: The application of the online ICM, along with the consideration of the ICAP Model, has led to the successful implementation of a digital course within the context of the increased difficulty surrounding the emergency remote teaching. Additionally, students' learning success has remained at a similar level as during traditional classroom-based courses of previous semesters.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Grupo Paritario , Aprendizaje Basado en Problemas/organización & administración , Enseñanza/organización & administración , Humanos , Motivación , Pandemias
4.
GMS J Med Educ ; 38(1): Doc8, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659613

RESUMEN

Objectives: The COVID-19 pandemic has led to major adjustments in health care systems and significantly affected medical education. Accordingly, our mentoring program MeCuM-Mentor had to expand its virtual elements, in order to continue to meet the needs for mentoring at the medical faculty of the Ludwig-Maximilians-University Munich. Methods: Here we report on our recently implemented online formats to facilitate training for currently coached peer mentors, as well as the introduction of an online consultation hour and a new social mentoring event called PubQuiz. Results: First results demonstrated feasibility of the above-mentioned virtual formats, which were positively rated by the participants in small voluntary evaluation questionnaires. Utilization rates indicate existing need for mentoring during the pandemic. In addition, the new event PubQuiz promotes social interaction among peers during isolation due to COVID-19. Conclusion: With the transition to online formats, mentoring at the Medical Faculty could be continued during COVID-19. The newly introduced mentoring event PubQuiz will be repeated. However, it remains unclear to what extent online formats can replace in-person one-to-one mentoring conversations or peer mentoring meetings.


Asunto(s)
/epidemiología , Educación Médica/organización & administración , Docentes Médicos/organización & administración , Tutoría/organización & administración , Grupo Paritario , Humanos , Internet , Mentores , Pandemias
5.
GMS J Med Educ ; 38(1): Doc9, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659614

RESUMEN

Situation: The COVID-19 pandemic made the traditional bedside teaching inaccessible for medical students. Problem: Within a short period of time, established bedside teaching concepts had to be converted into online formats to meet the requirements of the health authorities. Approach: The Department of Neurology at the University Hospital Essen transformed the examination course in the 5th clinical semester into a live stream, taking into account data protection guidelines. This enabled students to participate from a distance, allowing them to take the medical history from a patient and to interact with the medical examiners. Thus, this concept goes beyond the video-based formats of the examination course. Optimization: During the course, we performed online evaluations to ensure an immediate feedback from the students. This enabled us to implement ongoing changes that had a positive impact on the course format, for example using better equipment to ensure a better video and audio quality. In the future, we hope to create a clinic's own online channel to further increase data security.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Examen Neurológico/métodos , Neurología/educación , Humanos , Pandemias
6.
GMS J Med Educ ; 38(1): Doc11, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659616

RESUMEN

Objective: In the course of the COVID-19 crisis it became necessary to convert the majority of classroom teaching to e-learning. This should be done in a uniform and transparent way for the study programs of the Medical University of Graz. Methodology: We built on the Virtual Medical Campus, which has existed since 2003. For the summer semester 2020, we focused on an expansion of the automatic lecture recording system, microlearning and the implementation of video conferences as well as the learning platform LT. Results: The number of lecture recordings increased from 170 to more than 700, weekly accesses reached more than 80,000, with nearly 4,200 students. In the Microlearning system, an average of 82,516+-12,071 SEM learning steps per week were completed, which represented a highly significant increase compared to the same period of the previous year (15,101+-4,278 SEM; t-test: t=5,2638, p<0,0001). Video conferencing via WebEx was a newly introduced tool that was used extensively for interactive seminars, but also for oral exams. The LT platform from AdInstruments was successfully used as a replacement for practical training, especially in physiology. Conclusions: Based on sufficient preparatory work, a rapid expansion of e-learning ensured that teaching could be continued in the form of home learning despite the exceptional situation caused by COVID-19. Success factors were the provision of selected technical tools, consistent communication of the university management and technical and content support for teachers and students by a central staff unit.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Evaluación Educacional , Humanos , Pandemias , Comunicación por Videocoferencia/organización & administración
7.
GMS J Med Educ ; 38(1): Doc10, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659615

RESUMEN

Objective: Replacing face-to-face lessons by remote teaching due to COVID-19 led to a markedly reduced interaction between students and lecturers. In our opinion, one of the main reasons for this is the raise hand function of the respective web conference systems, which (independent of the system used) results in an unobtrusive signal that can easily be missed by the lecturer. Given the necessary focus on one's own presentation, questions can therefore only be perceived with a considerable time delay and can only be integrated into the lessons to a limited extent. Thus, the idea arose to display question requests of the auditorium by a clear visual signal in PowerPoint® itself. Methodology: With Visual Basic for Applications (VBA), Microsoft PowerPoint® holds an integrated programming language that extends its functionality. Accordingly, VBA was used to program a routine running in the background of the presentation, which periodically retrieves the contents of a web-based "signal file" in a cycle of a few seconds. The content of this signal file, in turn, can be modified by the students by calling up an URL (i.e. from any Internet-capable device) - this results in a (customizable) visual signal in PowerPoint® that is temporarily visible and does not further interfere with the presentation. Conclusion: With the concept presented here, a raise hand function was realized in PowerPoint®, which manifests itself as a clear visual signal independent of the web conferencing system used. This enables the lecturers to respond instantly to questions from the audience during live transmission of lectures.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Diseño de Software , Humanos , Pandemias
8.
GMS J Med Educ ; 38(1): Doc12, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659617

RESUMEN

COVID-19 has turned the 2020 spring semester upside down. Three days before the start of the block week of the "Teamwork" module, the Federal Office of Public Health (FOPH) announced the ban on live interaction, which made it impossible to conduct five days of practice in the simulation centre of the University Hospital of Zurich. But how can the teaching of all the learning objectives necessary for medical training be guaranteed during an exceptional situation with constantly changing conditions? In the case of the BSc Human Medicine at ETH Zurich (ETHZ), the answer is: Hybrid teaching. The field report "COVID-19 as a chance for hybrid teaching concepts" outlines how ETHZ switched to hybrid teaching within a very short time and how hospital placements were combined with video conferences. The qualitative surveys conducted at the end of the semester and the weekly quantitative surveys of students from March to June indicate the importance of personal exchange despite the ban on contact and that interactivity is possible even without physical proximity. An example from the autumn semester will also be used to show which aspects have proved to be successful and can therefore be retained.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Enseñanza/organización & administración , Humanos , Pandemias
9.
GMS J Med Educ ; 38(1): Doc13, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659618

RESUMEN

The COVID-19 pandemic has led to massive and aprupt changes in the training of health care professionals. Especially hands-on training can no longer take place in the usual form in everyday clinical practice. Rotations on the interprofessional training ward in Pediatrics (IPAPAED) at the University Medical Center Freiburg, had to be suspended starting March 2020. This report presents the interprofessional Covid-19 Replacement Program (I-reCovEr) as an alternative learning format for a rotation on the IPAPAED at the Center for Pediatric and Adolescent Medicine. I-reCovEr offers opportunities for pediatric nursing trainees (n=6) and medical students (n=9) to learn together, taking hygienic and distancing measures into account. Based on a case study, selected learning aspects regarding interprofessional cooperation and communication are targeted. The participants report increased knowledge about the work of the other professional group in the evaluation using the Interprofessional Socialization and Valuing Scale (ISVS) -9A. In comparison to participants of the IPAPAED, however, the self-evaluation did not reveal any self-perceived acquisition of other interprofessional skills or competences. I-reCovEr can therefore serve as an introduction to interprofessional training, but it cannot replace interprofessional learning and working on an interprofessional training ward.


Asunto(s)
/epidemiología , Relaciones Interprofesionales , Enfermeras Pediátricas/educación , Pediatría/educación , Comunicación , Conducta Cooperativa , Educación Médica/organización & administración , Educación en Enfermería/organización & administración , Procesos de Grupo , Humanos , Pandemias , Grupo de Atención al Paciente
10.
GMS J Med Educ ; 38(1): Doc15, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659620

RESUMEN

Objective: The aim of this project was to convert a traditional face-to-face seminar for the teaching of experimental scientific methodology to remote teaching in a timely manner due to the COVID-19 related restrictions to teaching in presence. Methodology: The main focus of the course was on flow cytometry. Basics were developed in a virtual presence phase. Specific teaching contents were taught by an interactive presentation, which came very close to the user experience of a flow cytometer and interactively illustrated the influence of different experimental conditions on the obtained results. Video sequences of authentic sample acquisitions were integrated into Adobe Captivate®. These "virtual acquisitions" were not distinguishable from the original procedure. For interpretation of the resulting diagrams, interactions were inserted, which allowed direct comparison of the obtained results. Implementation: A presentation with interactive elements and video sequences was created and used for the virtual presence phases. After publishing on a web server in HTML 5, contents were made available to the students for post-processing of learning contents by self-paced learning with full (interactive) functionality. Conclusion: Contributions elaborated by the students during the course demonstrate a learning outcome comparable to that archieved in the last years in presence mode. While implementation of this solution represented a highly time-consuming process, narrative feedback was consistently positive. Due to the short time available for implementation, no systematic evaluation could be conducted, which represents a clear limitation of this work.


Asunto(s)
/epidemiología , Toma de Decisiones Clínicas/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Enseñanza/organización & administración , Citometría de Flujo , Humanos , Pandemias
11.
GMS J Med Educ ; 38(1): Doc14, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659619

RESUMEN

Introduction: The Corona virus pandemic rendered most live education this spring term impossible. Many classes were converted into e-learning formats. Teaching at the bedside (BST) seemed unfeasible under the circumstances. BST and clinical reasoning as its major outcome is introduced at the beginning of semester 5, henceforth all BST refers to this first presentation. Project outline: To ensure proficiency of current 5th semester students in future BST sessions, the introduction could not be cancelled albeit teaching with patients was. Knowing that the practical learning objectives of bedside teaching cannot be mirrored in online formats, a compensating module to teach the concept of BST and clinical reasoning had to be designed. Summary of work: To facilitate an understanding of the concept of bedside teaching with a focus on clinical reasoning we developed paper cases and a survey in Microsoft Forms following the history and examination path used in live BST with the addendum of clinical reasoning tables. For the first paper case, a personal feedback was provided for the clinical reasoning tables. A sample solution was provided later for self-feedback on the whole case. The first case was completed by 87, the second by 40 of 336 students. Response to individual feedback was positive. Students still missed hands-on training in history taking and examination with patients. Discussion: Paper cases cannot fully substitute BST. However, given the prime directive during the pandemic to protect our patients, this module engaged around one third of the cohort. The review of uploaded clinical reasoning tables gave proof to the sufficient students' grasp of clinical reasoning. Conclusion: Albeit not an exhaustive substitute for BST, this online module seems a feasible way to convey clinical reasoning strategies to students.


Asunto(s)
/epidemiología , Toma de Decisiones Clínicas/métodos , Educación a Distancia/organización & administración , Rondas de Enseñanza/organización & administración , Educación Médica/organización & administración , Humanos , Pandemias
12.
GMS J Med Educ ; 38(1): Doc16, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659621

RESUMEN

Background: The COVID-19 pandemic hit the German education system unexpectedly and forced its universities to shift to Emergency Remote Teaching (ERT). The Data Integration Center (DIC) of the University Hospital Magdeburg and the Institute of Biometry and Medical Informatics (IBMI) has developed a concept based on existing structures that can be quickly implemented and used by the Medical Faculty at Otto von Guericke University. This manuscript focuses on the IT support for lecturers, which allows them to concentrate on teaching their lessons, although the authors are aware that this is only a small part of the entire subject. Additionally, there is a great awareness that ERT can never replace well-structured in-person classes. Concept: The key feature of the concept uses the well-working management system for all physical rooms of the university by designing a virtual video conference room for every physical room. This allows high interactivity for lectures and seminars while applying proven teaching methods. Additionally, a collaboration software system to document all lessons learned and a technical support team have been available for the teaching staff. Courses with a hands-on approach require more personal interaction than lectures. Therefore, the issues of practical trainings have not been solved with this concept, but been tackled by using questionnaires and minimizing contacts during attestations. Applied IT tools: The concept's requirements were met by Zoom Meetings, Confluence, HIS/LSF and Moodle. Discussion and Conclusion: The concept helped the lecturers to provide high-quality teaching for students at universities. Additionally, it allows for a dynamic response to new needs and problems. The concept will be reviewed as part of a higher Universal Design for Learning concept and may support lecturers in the following semesters in hybrid meetings with real and virtual attendees.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Docentes Médicos/organización & administración , /normas , Humanos , Capacitación en Servicio/organización & administración , Pandemias
13.
GMS J Med Educ ; 38(1): Doc19, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659624

RESUMEN

Objective: The COVID-19 pandemic made it necessary to convert a course on history taking, in theory and practice, to an online format over a very short time. A key question was whether, and if so to what extent, basic theory and, in particular, the practical skills required to conduct medical interviews can be learned online. Methodology/project description: The teaching program in basic theory was didactically redesigned and asynchronously placed on a learning platform, while the practical program, which consisted of training in conducting history-taking interviews, took place with the help of video conferencing software during synchronous sessions. For the practical sessions, the lecturers received organizational and technical support. Results: Based on initial evaluation results, a positive picture of the conversion has emerged since the course was completed. The need to restructure the course and use new teaching methods because of the COVID-19 pandemic was well accepted by lecturers and students, and the course content was successfully adapted to an online format. Conclusion: Overall, the online format enabled the learning objectives of the course to be successfully achieved. For topics such as non-verbal communication, the evaluation results indicated that a classroom format is preferable. Asynchronous theory teaching was generally very well received. Blended learning formats thus represent an appropriate means of teaching how to conduct medical interviews. Overall, online courses on conducting medical interviews provide students with the opportunity to become acquainted with the use of digital formats to conduct doctor-patient interviews, and to develop the relevant skills.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Anamnesis/métodos , Alemania , Humanos , Aprendizaje , Pandemias , Enseñanza/organización & administración
14.
GMS J Med Educ ; 38(1): Doc20, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659625

RESUMEN

Introduction: In the wake of the COVID-19 pandemic, alternatives to established and proven formats had to be found in university teaching within a very short time. In the case of the SkillsLab at the Dorothea Erxleben Lernzentrum Halle (Saale) at the Martin Luther University Halle (Saale)-Wittenberg, this meant in relation to the communication courses that a considerable proportion of the simulation participants of advanced age or with pre-existing conditions were suddenly no longer available for conversation simulations in teaching. Project description: In the course of the seminar "Conversation with relatives - dealing with relatives" in the 8th semester, the conversation simulation was therefore adapted at short notice and converted into a telephone conversation. Thus, the simulation subjects were able to participate remotely and the students had the opportunity to test their doctor-patient conversation skills with regard to telephone calls in a safe environment. Results: The focus on nonverbal techniques and the departure from the usual face-to-face setting was perceived by students and simulation subjects alike as a positive stimulus and particularly challenging. The lack of visual impressions had made empathic conversation more difficult. Discussion and Conclusions: The positive experiences from this project should be used to expand the communication curriculum in the future to include telephone-based conversations with simulation subjects. Ideally, it would then be possible for the simulation persons to be present in the future after the conversation for feedback mediation and group discussion.


Asunto(s)
/epidemiología , Comunicación , Educación Médica/organización & administración , Teléfono , Competencia Clínica , Humanos , Pandemias , Simulación de Paciente
15.
GMS J Med Educ ; 38(1): Doc21, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659626

RESUMEN

Objective: Medical conversation plays a central role in disease management and therapy. In teaching, standardized patients (SPs) are increasingly being used to present conversation situations with students and provide feedback afterwards. In order to maintain this teaching concept under pandemic conditions, a digital model was developed that should offer both high security and high authenticity. Methodology: A total of 176 teaching units of 45 minutes each were conducted digitally from May to August 2020. During the teaching units, medical students conducted interviews with SPs portraying various patients. The online conference software "HeiConf" was used for this purpose. During the teaching units, a total of 354 students were able to practice conversation techniques such as NURSE and SPIKES. After the teaching units, feedback was provided by students and SPs. Results: The digital lessons about medical conversation with SPs received positive feedback from SPs and students. The authenticity of the role portrayal of SPs seemed to be unaffected by the new format. Students were successful in training and observing conversation techniques. However, aspects of non-verbal communication, atmosphere and group dynamics as well as further discussions could not be carried out to the same extent as in the usual classroom teaching. Conclusion: The conversion of SP-based teaching to a digital format was successful in a short period of time and was able to prevent a cancellation of teaching units about medical conversation. Concrete conversation techniques could be tried out digitally by students. Due to the deficits of digital teaching in terms of non-verbal communication and atmosphere, a blended-learning format is planned for the future. In the first instance, concrete conversation techniques will be learned online in order to focus more on profound aspects of communication and discussions in a later physical teaching unit with SPs, thus enabling a learning experience that is as authentic as possible.


Asunto(s)
/epidemiología , Educación Médica/organización & administración , Simulación de Paciente , Competencia Clínica , Retroalimentación Formativa , Humanos , Anamnesis/métodos , Pandemias , Relaciones Médico-Paciente
16.
GMS J Med Educ ; 38(1): Doc23, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659628

RESUMEN

The COVID-19 pandemic has led to a short-term sharp increase in the demand for auxiliary staff in emergency rooms and intensive care units. Against this background student tutors of the Medical Faculty Erlangen have developed a training concept. The aim was to familiarize students in the clinical section quickly and effectively with skills that are particularly important in a clinical assignment as (student) assistant in the care of corona patients (e.g.: personal protective equipment, intubation assistance, arterial blood collection, assessment of blood gas values and ventilation parameters). In a blended learning concept, learning materials were prepared in advance and then implemented and deepened in a presence phase. The selection of learning materials and the low supervision ratio (1:2) made it possible to realize an internally differentiated approach. The offer met with great interest among students of all clinical semesters and was evaluated very positively. The skills learned can be applied widely even independently of a pandemic.


Asunto(s)
/epidemiología , Educación Médica/organización & administración , Fuerza Laboral en Salud/organización & administración , Estudiantes de Medicina , Recolección de Muestras de Sangre/normas , Humanos , Intubación Intratraqueal/métodos , Pandemias , Equipo de Protección Personal/provisión & distribución
17.
GMS J Med Educ ; 38(1): Doc25, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659630

RESUMEN

Background: In light of the COVID-19 pandemic and resulting demand for innovative hospital management we organized an interactive online discussion for medical students and healthcare professionals about hospital management during the crisis. Objective: The event offered an opportunity to learn from a hospital crisis management. We looked at how this new online format compares to a traditional discussion event. Methods: We used an online platform with four guests, a moderator and about 100 attendees. During the event we gathered demographic facts through an interactive questionnaire tool and an extensive evaluation afterwards. Results: The event was rated with an overall grade of 1.4 (Likert from 1 to 6, 1 best grade; SD 0.5) and participants agreed that this format should be organized again (1.2; SD 0.5). 70% of audience members preferred the online format of the event. Due to the high volume, only about 30% (total n~35) of the questions posed by the audience were addressed. Conclusion: Firstly, most participants preferred the event to be online, contrary to our expectation. Secondly, the handling of the amount of individual questions posed significant challenges. Finally, the number of attendees and questions suggested a continuing demand among students and physicians for further education regarding hospital management, especially regarding COVID-19. These findings also require a critical look at future formats and topics of podium discussions in medical education. The online format might be a good alternative to face-to-face lectures.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Urgencias Médicas , Administración Hospitalaria/educación , Adulto , Femenino , Humanos , Masculino , Pandemias
18.
GMS J Med Educ ; 38(1): Doc27, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659632

RESUMEN

Background: In the summer semester 2020, a new format was introduced at the Otto-von-Guericke-University Magdeburg for first-year medical students in the subject of medical sociology with a neighborhood-related social environment analysis. Didactic approach: Due to the COVID-19 pandemic, the didactic concept had to be changed at short notice from seminar group-related fieldwork in different districts of Magdeburg to individual work at the place of study or home, supplemented by accompanying online offers. The students were asked to characterize their neighborhood in terms of quality of life, health and illness as well as medical care by means of interviews with inhabitants of their immediate living environment, a neighborhood inspection with the taking of photographs and an analysis of official secondary data. The aim was to gain initial experience in scientific work (data collection, presentation and interpretation of results, as well as reporting). An evaluation of this new course and conclusions derived from it for its further development will be reported. Evaluation: 51 percent of the students participated in an evaluation of the course. The clear majority rated the internship as "good" or "very good". As a suggestion for improvement, the desire for optional supplementary individual counseling and better formal preparation for the performance assessments were expressed several times. Two thirds of those surveyed consider the online teaching format to be useful even in post-pandemic times.


Asunto(s)
/epidemiología , Educación Médica/organización & administración , Medio Social , Sociología Médica/educación , Estado de Salud , Humanos , Pandemias , Calidad de Vida , Investigación , Características de la Residencia
19.
GMS J Med Educ ; 38(1): Doc29, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659634

RESUMEN

In the present commentary, we raise the question whether the COVID-19 pandemic should be seen as just the dress rehearsal for what awaits us in the impending climate crisis. Many factors have helped us navigate the challenge of this coronavirus pandemic and continue to do so. These include: recognizing scientific expertise, medical education, and digitalization as important driving forces, providing us with key information about the SARS-CoV-2 virus, as well as integrating it into our curricula and promoting action-oriented research. However, the "premiere of the climate pandemic" will, in all likelihood, confront us with even greater challenges, difficulties, and threats. Adhering to scientific findings, promoting medical education about the effects of global warming and using the power of digitalization, as well as consciously engaging in our role as medical caregivers and leaders will make a decisive contribution to providing impetus for climate action.


Asunto(s)
/epidemiología , Educación Médica/organización & administración , Planificación en Desastres/organización & administración , Humanos , Pandemias
20.
GMS J Med Educ ; 38(1): Doc30, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659635

RESUMEN

Objective: Due to the COVID-19 pandemic a large part of attendance in medical education became impossible for reasons of disease control. Teachers had to switch to online courses at short notice. The associated developmental push of digital teaching methods, such as online teaching, has anticipated changes, some of which are tantamount to establishment. This study examines the experiences and effects of these changes from the teachers' perspective. Methods: We conducted ten guideline-based anonymized e-mail interviews with lecturers of the Medical Faculty of the Otto-von-Guericke University Magdeburg. Questions were asked on the subject areas of advantages and disadvantages, teaching experience and the future of digital teaching. The qualitative evaluation was based on Mayring. Results: The assessment of the digitization of face-to-face courses could be described by the inductively formed categories "social aspects", "methodological aspects", "institutional aspects", "technical aspects" and "temporal-spatial aspects". These revealed in particular concerns about the lack of personal exchange, temporal-spatial advantages, technical barriers and disagreement about the future role of digital teaching. Conclusion: In the context of the COVID-19 pandemic, face-to-face courses were replaced by online teaching, which is currently an accepted part of the curriculum. The results show, that teachers were able to implement the comprehensive ad-hoc digitization of theoretical courses well, although previously known problem areas were aggravated. Furthermore, a fundamental examination of the future role of digitized courses in medical education must take place.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Docentes Médicos/psicología , Humanos , Pandemias
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